Course Syllabus
Contact Information
Course Details
Course Delivery
This is a multi-modal course. Much of your learning will take place online and asynchronously within Canvas. You will also have synchronous learning opportunities with the instructor and your peers during the weekly Live Sessions via Zoom.
Course Materials
There is no textbook for this course. All required readings and videos will be posted via Canvas. See the "Resources" page in each module for the necessary materials.
Program Learning Outcomes (PLO)
- Graduates will demonstrate a firm understanding of core educational leadership theories, models, and concepts. They will be able to analyze and apply these theories to on-the-ground challenges in schools.
- Graduates will be equipped with the skills to make informed and effective decisions in complex educational settings. This involves the ability to identify problems, gather relevant information, and develop strategic solutions. Graduates should be capable of developing and implementing strategic plans that drive positive change and innovation in educational organizations.
- Students will apply principles of effective organizational management and leadership to educational institutions. This includes understanding human resources management, financial management, and organizational behavior.
- Graduates will develop research skills, enabling them to design and conduct rigorous educational research, including qualitative and quantitative design, analysis, and appraisal.
- Graduates will be grounded in ethical standards in educational leadership, demonstrating integrity, fairness, and professionalism in their interactions and decisions. The program will equip graduates with the skills to navigate diverse educational environments and promote cultural competence, understanding cultural differences, safeguarding civil rights, and equal educational opportunity for all students.
- Graduates will be able to engage in reflective practice, assessing their own leadership work and continuously seeking opportunities for growth.
Course Learning Outcomes (CLO) Alignment
| CLO | Description | PLO |
|---|---|---|
| A |
Describe the major concepts of research. |
1, 4, 6 |
| B | Explain major characteristics of different approaches of research. | 4 |
| C | Articulate individual's problem of practice. | 1, 2, 3, 4 |
| D | Synthesize a literature review on solutions. | 1, 2, 4 |
| E |
Identify and explain 2-3 theories to develop a theory of improvement. |
2, 4, 6 |
| F |
Develop individual's theory of improvement. |
2, 4, 6 |
| G | Critique peer's literature review and theory of improvement. | 4, 5, 6 |
Grades
Breakdown
| Activity | Description | Points/Percentage |
|---|---|---|
| Attendance & Participation |
|
16% |
| Discussion |
|
15% |
| Quizzes |
|
10% |
| Problem of Practice |
|
5% |
| Literature Review |
|
25% |
| Theory of Improvement |
|
15% |
| Presentation & Critique |
|
14% |
| Total | 100% |
Scale
| Percentage | Letter Grade |
|---|---|
| 90–100% | A |
| 80–89% | B |
| 70–79% | C |
| 60–69% | D |
| Below 60% | F |
Course Components
Attendance and Participation
Students are expected to “attend class” online by engaging in various activities, including online discussion and assignment submission and the weekly Live Sessions via Zoom. Students should be active participants, prepared and forthcoming in sharing their own ideas and thoughts, and inviting and considerate of the thoughts and ideas shared by others.
Discussion
For each week, all students must write a brief reflection guided by the instructor's discussion prompts. These reflections should be structured and thoughtful, avoiding a disorganized list of ideas or mere summaries of the readings. In addition to your initial post, you must also write a brief response to at least two classmates' posts.
Quizzes
Students are required to take 2 quizzes for module 2 and 7. Quiz questions will be generated based on the reading resources. Quizzes can be taken before the live session. The quiz link will be updated on Friday and closed on Monday at 7pm so you can take it before the live session.
Problem of Practice Articulation and Research Questions
Students are required to articulate their selected problem of practice using class content and instructor provided guidelines. Based on the refined problem statement, each student needs to develop key research questions.
Dissertation Assignments
Identify, Define, and Apply 2-3 Theories
During the literature review process, each student needs to identify and define 2-3 key theories related to individual's practice problem. You also need to identify related research findings to support your argument. After these steps, you can apply the findings and chosen theories to address problem of practice.
Write literature review section on solutions (1500-2000 words)
From the comprehensive literature review, each student needs to write the literature review section by synthesizing the findings to address practice problem. Also, in the literature review, each student should include a theory of improvement section based on the synthesis of the literature review.
Write a Draft of Theory of Improvement Chapter (500-750 words)
Based on the literature review of the selected theories and related research findings, each student needs to write a draft of theory of improvement chapter (Chapter 3).
Individual Project Presentation
After you finish your synthesis of literature review and improvement of theory, you need to present it during the last live session. Your peers will critique your presentation for future improvement plan development.
Course Policies
Communication
If you have any general questions about assignments, class logistics, due dates, etc., please post a question in the Course Help Board in the Start Here Module. You can post questions about the course to the Course Help Board throughout the semester. Your classmates may be able to answer your questions.
For any other questions, students should use their OU e-mail or Canvas to communicate with the instructor. They can expect a response usually within 24 hours Monday-Friday. Professional communication is an expectation.
Feedback
I will do my best to enter grades and provide feedback in Canvas within a week of the assignment’s submission date.
Late Policy
Students are expected to adhere to all assignment deadlines as outlined in the course syllabus and are encouraged to proactively manage their time and workload to minimize the likelihood of missed deadlines. In the event of unforeseen circumstances that may prevent meeting a deadline, students should promptly communicate with me as soon as possible, providing a clear explanation of the situation. Early communication allows for a potential extension to be discussed and arranged.
Late assignments may not be eligible for full credit and may not be accepted in some cases. In circumstances where late work will be accepted, students must turn in a working draft before the due date and inform the instructor of a reason(s) for the late submission.
Plagiarism
Plagiarism is the most common form of academic misconduct at OU. There is no college-level assignment that can be satisfactorily completed by copying. OU's basic assumption about writing is that all written assignments show the student's own understanding in the student's own words. That means all writing assignments, in class or out, are assumed to be composed entirely of words generated (not simply found) by the student, except where words written by someone else are specifically marked as such with proper citation. Including other people's words in your paper is helpful when you do it honestly and correctly. When you don't, it's plagiarism.
For more information about plagiarism, watch this video and then take this short course offered by University Libraries.
University Academic Policies and Student Support
Access the University Academic Policies Document.
Course Summary:
| Date | Details | Due |
|---|---|---|